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Afro-Americans were returning massively and began to hold to their own civil rights in the United States.
Significant changes in the social structure caused an increase of racial tension. Racial troubles that took place in Detroit in 1944, led to the creation of community organizations which act for equal rights of black people. At Harvard, Chicago and New York universities, they began to conduct investigations of the causes of intergroup tensions.
As a result of identifying the social and psychological aspects of intergroup tensions there were developed educational programs to counter racial tensions and inform the groups about each other.
Over the decade, the movement has managed to achieve the most important court decisions and legislative changes aimed at the elimination of segregation in the United States: Supreme Court decision in the case of "Brown against the Board of Education" (1954) canceled the educational doctrine of "separate but equal"; Civil Rights Act (1964) prohibited discrimination in employment and public accommodations; Rights Act (1965) restored the voting rights of any citizen; Prohibition of discrimination Act in the sale or residential lease (1968) canceled the segregation in housing. While many nuances of discrimination in society have not been overcome as a result of the Civil Rights Movement, its significance lies in the promotion of the idea of multicultural education as a social instrument of formation of equal society.
The third stage of multicultural education development in the United States (in the mid1950-1960s) was held in the framework of the Civil Rights Movement, which included actions of different social groups to overcome the laws and traditions of separation of "black men" and "white men".
The fourth stage of multicultural education development in the United States (1960-1970s) was named "Movement for Ethnic Studies." In many campuses across the country, "the colored" students began to demand broader access to higher education, the hiring "the colored" teachers and the establishment of the programs on the ethnic problems studies.
Analyzing trends of multicultural education development in the United States, the Russian researchers O.K.Gaganova, I.S.Bessarabova, I.V. Balitskaya call this stage "multiethnic education," or "cross-cultural education." [3,4,5]
According to K. Grant, the first time the term "multicultural education" in the USA has been mentioned in the report of the American Association of Teachers and Teacher Training Colleges in 1974: "Multicultural education is an education that gives priority to cultural pluralism, multicultural education and does not become isolated by being aware and understanding cultural differences. More important than just acceptance and support of these differences is the recognition of the rights of different cultures to exist, the aim of cultural pluralism can be achieved only in case of full acceptance of cultural
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